MyPEScore from Tandalay Curriculum is a revolutionary assessment tool that makes grading physical education simple, while providing a standards-based, easy to administer method for evaluating student progress. Each unit includes assessment criteria for four areas of evaluation on the field - all measured with an easy-to-use 5-point rubric system. For each unit, standards are included for each of the following areas:

Student expectations, performance outcomes, standards, and benchmarks by the end of grade two (or grade five; or grade eight).

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Exhibits responsible personal and social behavior that respects self and others in physical activity settings

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years. These motor skills, now having evolved into specialized skills (e.g., specific dance step, chest pass, catching with a glove, or the use of a specific tactic), are used in increasingly complex movement environments through the middle school years. (NASPE)

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. The intent of this standard is facilitation of learners' ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one's performance. This includes, for example, increasing force production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more regular and effective participation in physical activity. In the lower elementary grades, emphasis is placed on establishing a movement vocabulary and applying introductory concepts. Through the upper elementary and middle school years, an emphasis is placed on applying and generalizing these concepts to real-life physical activity situations. (NASPE)

Exhibits responsible personal and social behavior that respects self and others in physical activity settings. The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race, and socioeconomic status. Achievement of this standard in the lower elementary grades begins with recognition of classroom rules, procedures, and safety. In the upper elementary levels, children learn to work independently, with a partner, and in small groups. Throughout elementary school, students begin to recognize individual similarities and differences and participate cooperatively in physical activity with persons of diverse characteristics and backgrounds. (NASPE)

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span. Elementary children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in movement ability. At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, and group membership, as well as opportunities for continued personal growth in physical skills and their applied settings. As a result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their own needs. (NASPE)

a) Participates regularly in physical activity and achieves and maintains a health-enhancing level of physical fitness, and b) demonstrates understanding of fitness principles and concepts.
a) The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that has the potential to help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis. Voluntary participation often develops from the initial enjoyment that is derived from the activity coupled with the requisite skills needed for participation. As students develop an awareness of the relationships between activity and its immediate and identifiable effects on the body, regular participation in physical activity enhances the physical and psychological health of the body, social opportunities and relationships, and quality of life. Students are more likely to participate if they have opportunities to develop interests that are personally meaningful to them. Young children learn to enjoy physical activity yet also learn that a certain level of personal commitment and earnest work is required to reap the benefits from their participation. They partake in developmentally appropriate activities that help them develop movement competence and should be encouraged to participate in moderate to vigorous physical activity and unstructured play. As students get older, the structure of activity tends to increase and the opportunities for participation in different types of activity increase outside of the physical education class. Attainment of this standard encourages participation commensurate with contemporary recommendations regarding the type of activity as well as the frequency, duration, and intensity of participation believed to support and sustain good health. (NASPE)

b) The intent of this standard is development of students’ knowledge, skills, and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Expectations for improvement of students’ fitness levels should be established on a personal basis, taking into account variation in entry levels and the long-term goal of achieving health-related levels of fitness based on criterion-referenced standards. Students progress in their ability to participate in moderate to vigorous physical activities that address each component of health-related fitness. Moreover, students become more skilled in their ability to plan, perform, and monitor physical activities appropriate for developing physical fitness. For elementary children, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness. Middle school students gradually acquire a greater understanding of the fitness components, the ways each is developed and maintained, and the importance of each in overall fitness. (NASPE)

Newsletter topic/written assessment: States reasons for safe and controlled movements (NASPE Benchmark for Second Grade). Identifies appropriate behaviors for participating in physical activity (NASPE Benchmark for Second Grade).

Teachers enter student information,enter scores based on student performance during the unit, have grades and reports calculated and printed, then share the information with parents and administrators with the click of a mouse! Scores for students are averaged - 20% skill; 20% cognitive; 20% personal responsibility; 20% social (respects, appreciates, enjoys); 20% understanding fitness principles.

Grade Level: Student achievement goals are automatically calculated by grade level. Tandalay’s and NASPE’s standards are based on grade levels K-2; 3-5; and 6-8. The goal for kindergarteners, third graders, and sixth graders is to achieve a score of "Progressing." Although the printout will show the number (2, 3, or 4), the overall score - or percentage - for that score will be reflected as 100% - goal achieved! The goal for first graders, fourth graders, and seventh graders is to achieve a score of "Proficient." The goal for second, fifth, and eigth graders is to achieve a score of "Mastery." A score of “Advanced” will reflect the 100%, while providing the appropriate feedback for the student and parents regarding the student’s outstanding achievement.

Comprehensive, yet flexible.We have focus standards included in each Tandalay Unit of Instruction. MyPEScore can be used with the Unit Standards as presented or you can enter and evaluate according to your own standards. Simply enter your assessment criteria and the software takes care of the rest! Finally – a quick solution for grading physical education that reflects the whole player! No more reliance on “dressing out” or vague perceptions of “participation.” Give credibility to your program, and to the importance of fitness, health, and the Joy of PLAY!

Have fun!!! Who knew it could be so SIMPLE and REWARDING to teach PE to the standards?